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Whole School Safeguarding Training for Educational Settings Revised June 2015 Option 3 (combined). Learning Outcomes. When the training is completed you will be :
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Whole School Safeguarding Training for Educational SettingsRevised June 2015Option 3 (combined)
Learning Outcomes When the training is completed you will be : • Aware of legislation and national guidance relating to protecting and safeguarding children and young people. Differentiating between early help, Section 17 Children in need and Section 47 Significant Harm. • Understand what children and young people want and need to feel safe • The role and functions of the Doncaster Safeguarding Childrens Board • Be aware of different forms of abuse and know how to pass on a concern to the senior designated safeguarding lead/ officer/teacher • Understand the issues from both local and national Serious Case Reviews DSCB Page
Sensitivity We each carry our own experiences of being a child – during the training it is expected our agreement with each other will be to • Respect each other and our individual experiences • Keep any personal matter shared today private unless by doing so will be detrimental to a child • Be sensitive talking about our professional experiences as the subject often raises personal as well as professional issues for ourselves and each other. DSCB Page
Defining Partnership Working • What is it? In your groups make a list of who the key partners are in Safeguarding Children? • How do we effectively engage with partners?
SEVEN DIMENSIONS OF EFFECTIVE PARTNERSHIP WORKING - West and Markiewicz (2006)
Children Act 1989 • ‘Partnership with parents and other family members has been one of the most heavily emphasized messages emanating from the Department of Health in the post Children Act period. The concept of partnership, though not expressly mentioned in the Act itself, can be detected in many of its provisions and is expressly mentioned in the Department of Health guidance including Working Together.’ (Allen 1998) • ‘In the Challenge of Partnership in Child Protection 1995’ sets out the reasons why partnership is important, describes the fundamental principles involved, and offers advice on how partnership can and should operate in practice • SP4 Doncaster SCB is visible and influential through effective engagement with other multi-agency partnerships, partner agencies frontline practitioners, parents, carers children and young people.
Functions of the DSCB • To develop safeguarding policies/procedures. • To contribute to the planning of services. • To communicate the need to safeguard children. • To plan and deliver multi-agency training. • To undertake reviews of serious cases. • To review child deaths and coordinate responses to unexpected child deaths. • To monitor and evaluate how well agencies work to safeguard and promote the welfare of children. • http://doncasterscb.proceduresonline.com/
Resolving Professional Differences Process • Concerned professional speaks to person who made original decision in attempt to resolve situation, if possible. • If no resolution discussion manager to manager. • At all stages action/decisions must be recorded in writing. • Safeguarding Leads/Named Nurses/ Line Managers discuss with relevant Service Manager. • NB if professional difference remains in relation to calling a Child Protection Conference any professional with due concern for the child has the right to request Children’s Social Care to convene a conference • Where agreement cannot be reached at this level; the matter will be referred to the Doncaster Safeguarding Children Board’s Practice Review Group email copies of the record to DSCB@doncaster.gov.uk
Safeguarding is Everyone’s Responsibility • Everyone who works with children has a responsibility for keeping them safe. • No single person can have a full picture, everyone who comes into contact with them has a role to play in identifying concerns, sharing information and taking prompt action. • It is vital that every individual working with children and families is aware of the role they have to play and the role of other professionals. • Any professionals with concerns about a child’s welfare should make a referral to children’s social care and follow up concerns if they are not satisfied with the response. Working together 2015, page 9
Group Discussion – 5 minutes • In our school/academy/setting Where does safeguarding feature?
Health and Diet Child Protection Staff Conduct / Code of Conduct Anti Bullying Policies Complaints Ofsted Social Media Policy S175 Children Missing Education Curriculum Safeguarding PSHCE Managing Allegations Against Staff Behaviour Management Internet - CEOP Whistleblowing Health and Safety Building Design CSE Safe Recruitment and Selection PREVENT LGBTQ
Ofsted • Ofsted can and will trigger early inspections on any aspects of behaviour and safety/safeguarding concerns • This can be triggered via parental/carers complaints which can bypass a schools internal complaints procedures • All staff therefore need to ensure all concerns are passed to the designated lead, no matter how small • Common themes surround anti-bullying – therefore are you clear on recognising and responding to alleged incidents of bullying and responses to injuries/access to first aid? • Ofsted have issued an Inspecting Safeguarding Briefing Paper April 2015 – this outlines the types of questions that may be asked during inspection.
Children Act 1989 • Children in Need (s17) • Have a duty to investigate where there is reasonable cause to suspect a child is suffering or likely to suffer significant harm (s47) DSCB Page
Section 17 What does it cover? • Impairment of health and development without the provision of services OR • The child is disabled Duties of the Local Authority • Safeguarding and promote the welfare of the child • Promote up bringing with own family • Provide services appropriate to child’s need • Assess and provide services to child whose health and development is not as expected in partnership with parents. DSCB Page
Legal Definition of Section 17 Child in Need • "A child shall be taken to be in need if:s/he is unlikely to achieve or maintain or have the opportunity of achieving or maintaining, a reasonable standard of health or development without the provision for him of services by a local authority • is likely to be significantly impaired, or further impaired without the provision of such services; • orshe/he is disabled. Children Act 1989 s17(10).
Interpretation of Section 17 • ‘Even greater variation in Section 17 child in need thresholds, (as)… who is deemed eligible.. is even more at the discretion of authorities.’ • ‘Thresholds operated by local authorities varied widely.’ • ‘Where a threshold was set too low we find social care services overwhelmed with large numbers of referrals many of which could have been dealt with more appropriately through preventative ..services.’ • ‘Setting thresholds too high could result in some children failing to receive the help they needed.’ • Why might thresholds be so difficult to agree? Potentially this can lead to justice by geography
Section 47 What does it cover? • The legislation does not talk about child abuse – it conceptualises it in terms of the outcome of the abuse for the child • Significant harm Duties of the Local Authority • To make enquiries to enable them to decide whether they should take any action to safeguard and promote the welfare of the child. • Have a duty to investigate where there is reasonable cause to suspect that a chid is suffering or at risk of suffering significant harm. Contact number here for referral and report service Any member of staff can refer/speak to the social care professional help line at any time DSCB Page
Legal Definition of Section 47 CA’89 • Justifies compulsory intervention in family life in the best interests of children. • S47 Local authority’s duty to investigate. • Where a local authority has reasonable cause to suspect that a child is suffering, or is likely to suffer, significant harm, the authority shall make….to decide whether they should take any action to safeguard or promote the child’s welfare.
Conflicting Demands • All child protection work involves taking risks. • Responsibilities are discharged against two widely supported principles each of which contains a substantial risk element. • -the state has a duty to intervene to protect children from harm. • -the state should promote the welfare of children by respecting the integrity of the family. • The concepts of significant harm and reasonable suspicion like those of abuse are open ended and to an extent value laden. • They are subject to interpretation and will be driven by the political climate at the time. (Allen 1998)
Significant Harm • Physical Abuse, Sexual Abuse, Emotional Abuse and Neglect are all categories of Significant Harm. • Harm is defined as ill treatment or impairment of health and development. • This definition was clarified by Adoption and Children Act 2002 so that it may include, "for example, impairment suffered from seeing or hearing the ill treatment of another.” • No absolute criteria when judging what constitutes significant harm. It is a matter for professional judgment. • Sometimes a single violent episode may constitute significant harm but more often it is an accumulation of significant events, both acute and longstanding, which interrupt, damage or change the child's development.
Education Act 2002 Section 175 (2) A governing body of a maintained school shall make arrangements for ensuring that the functions relating to the conduct of the school are exercised with a view to safeguarding and promoting the welfare of children who are pupils at the school. DSCB Page
New Keeping Children Safe in Education 2015 The Management of Safeguarding Governing Bodies must ensure that all staff have read at least part 1 of the new Keeping Children Safe In Education 2015 All staff also need to know how to recognise, respond , refer and review any suspected or any disclosures in relation to safeguarding.
In Doncaster we follow the South Yorkshire Child Protection Procedures • All staff to be aware of the yellow folder (top right hand corner) available on-line • Visit our website www.doncastersafeguardingchildren.co.uk • There is also a comprehensive list of training courses on the DSCB training page. DSCB Page
Categories and Definitions of Abuse: • Table Exercise: • 10 minutes • Can you name the 4 main categories of abuse and note the possible signs related to that category?
Categories for Child Protection Plans Physical Neglect Types of abuse Emotional Sexual DSCB Page
Abuse • Definition: A form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. They may be abused by an adult or adults or another child or children. • Keeping Children Safe in Education 2015, page 10
Physical Abuse Physical abuse may involve hitting, shaking, throwing, poisoning, burning/scalding, drowning, suffocating, or otherwise causing physical harm to a child. Physical harm may also be caused when a parent fabricates the symptoms of or deliberately induces illness in a child KCSIE 2015 DSCB Page
Physical Abuse- NSPCC How safe are our children? 2014 • In many ways children are safer than they were a generation ago. • Behaviourtowards children has changed over the past 30 years, rights are better protected, more opportunities to speak out, social norms determining how children are treated have shifted, largely for the better. • A child was two times more likely to die from physical assault 30 years ago. Parents less likely to physically punish their child • However one child dies at the hands of another person every week.
Possible Signs of Physical Abuse • Runs away or fears going home • Aggressive behaviour • Reluctance to have parents contacted • Depression • Scalds • Injuries not treated or treated inadequately • Child flinches when approached • Injuries to parts of the body where accidental injury is unlikely • Bruising that reflects finger tops or hand marks • Reluctance to get changed for PE • Wanting arms and legs covered even in very hot weather • Broken bones • Cigarette burns • Bite marks • Ear injuries DSCB Page
Sexual Abuse Involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. It may involve physical contact, including assault by penetration (for example rape or oral sex) or non penetrative acts such as masturbation, kissing, rubbing and touching outside clothing . It may include non contact activities such as involving children in looking at, or in the production of sexual images, watching sexual activities or encouraging children to behave sexually inappropriate ways, or grooming a child in preparation for abuse (including via the internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children. KCSIE 2015 DSCB Page
Sexual Abuse - NSPCC How safe are our children? 2014 • Social media age children face new threats of online grooming. • Tookon average, seven years for the young people interviewed to disclose sexual abuse. • One child in three (34 per cent) who experienced contact sexual abuse by an adult does not tell anyone else about it. • Notable increase in the confidence of adult victims of child abuse to come forward. 220 per cent increase in calls made to their support line following Saville.
Possible Signs of Sexual Abuse • Stomach pains when walking or sitting • Sudden unexpected changes in behaviour • Nightmares • Bedwetting • Running away from home • Fearful of someone • Self-harming • Recurrent genital discharge • Any sexual transmitted disease • Sexual drawings • Sexually inappropriate language • Not allowed to have friends • Pain, itching or bleeding of the genital areas. DSCB Page
Emotional Abuse Is the persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development It may involve conveying to the child that they are worthless or unloved, inadequate and valued in so far as they meet the needs of another person. It may include not giving child opportunities to express their views, deliberately silencing them, making fun of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child's developmental capability as well as over protection and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may involve seeing or hearing the ill treatment of others. It may involve serious bullying, including cyber bullying, causing children frequently to feel frightened or in danger or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child although it may occur alone. KCSIE 2015 p10 DSCB Page
Emotional Abuse/Neglect – How safe are our Children? 2014 As many as one child in six is exposed to violence in the home. • Perhaps most strikingly, more children than ever before are expressing their own anguish and distress through inflicting pain on themselves by self-harming. • Understanding of the impact of neglect is continuing to improve.
Possible Signs of Emotional Abuse • Racial or other forms of harassment that regularly undermine a child’s self esteem • Telling a child you wish they were dead or hadn’t been born • Persistently being over protective • Constantly shouting at, threatening or demeaning a • child • With holding love and affection • Regularly humiliating a child • Failure to thrive • Inability to cope with praise • Poor self esteem DSCB Page
Definition of Neglect Neglect is the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to: Provide adequate food, clothing and shelter (including exclusion from home or abandonment) • Protect a child from physical and emotional harm or danger • Ensure adequate supervision (including the use of inadequate care-givers) • Ensure access to appropriate medical care or treatment • It may also include neglect of, or unresponsiveness to a child’s basic emotional needs KCSIE Page 10
Focus: Neglect • We are now moving on to a table discussion
Why Focus on Neglect? • Neglect cases provide particular challenges for professionals working with children & young people • Nationally neglect cases represent the highest proportion of children on child protection plans. Doncaster is mirroring this trend • Understanding of both the impact & the identification of neglect is severely lacking • 10% of abuse cases in Britain are due to neglect DSCB Page
Factors Contributing to Neglect • Poor parenting of care givers • History of neglect/abused care givers • Care givers experience of care system/prison • Substance misuse • Mental illness/learning disability • Inability to nurture • Premature babies/low birth weight • Lack of bonding • Poor parenting skills DSCB Page
Factors Contributing to Neglect • Disorganisation/mismanagement • Domestic abuse • Social isolation • Frequent house moves • Failure to engage in services – missed appointments DSCB Page
KCSIE – “It could happen here”J Children – A Doncaster SCR Serious Case Review • Lack of information sharing • Inappropriate response to DV • Multiple services involved • Poor record keeping • Lack of understanding re Thresholds • Lack of engagement with father • Neglect • All serious case reviews are available to view – see doncastersafeguardingchildrensboard home page link DSCB Page
Family Dynamics • High stress levels • Family violence • Unrealistic expectations of the child • Parents needs first • Scapegoating • Lack of boundaries • Financial problems DSCB Page
Impact on the Child • Delayed development • Lack of Stimulation • Behavioural problems • Aggression • Physical injury/abuse • Sexual abuse/inhibited sexuality • Poor hygiene • Hunger/feeding problems/inadequate diet • Failure to thrive • Health problems/inappropriate medical requests DSCB Page
Brain development in the first years of life Babies are born with 25 per cent of their brains developed, and there is then rapid periods of development so that by the age of 3 their brains are 80 per cent developed. DSCB Page
